Teacher notes for activity: What is global warming?

Transcription

1 Teacher notes for activity: What is global warming? Resources for this activity Powerpoint slides to support activity, available on 5-minute Ashden Awards films, available on Nishant Bioenergy, India: supplying school cooking stoves which run on cropwaste rather than liquefied petroleum gas. IDEI, India: using cheap, human-powered treadle pumps, instead of diesel pumps, to supply water for irrigating crops. Ecotricity, UK: increasing the supply of wind-powered electricity using small windfarms on industrial sites. Nottinghamshire County Council, UK: reducing carbon emissions by heating schools with sustainably-produced wood pellets instead of coal. Making a difference (9 minutes) combining pupil ideas on global warming with visual illustrations of how this problem is affecting us and examples of some practical solutions. A sample Medium Term plan for Upper Key Stage 2 is available to help plan other activities around this key concept. Curriculum areas and topics Main activity: Geography, Science, English, Education for sustainable development (ESD). Further activities: Science, geography, English, Art, ICT, ESD. Links to topics: Climate, Weather, Energy, Light, Contrasting Localities. Suitability Upper Key Stage 2 age approximately 9 to 11 years, although also suitable for more able 8-year-olds. Main activity needs one lesson. The detailed objectives and approach can be adapted for use with different age groups. Grouping This is best done with a whole class of older pupils or with small groups of more able younger children. 1

2 Background Greenhouse gases, global warming and climate change are becoming everyday language, but the concepts are quite challenging, and often misunderstood. It is also possible, in emphasising the seriousness of the issues, to make the future look very bleak. The introductory film Making a difference was made for this activity, to highlight the causes and effects of global warming, but also emphasise the practical things which children, families and schools can do to make a difference. The material in it falls into three sections: first (2 minutes) primary school children saying what they think about global warming; second (5.5 minutes) explanation of greenhouse gases and global warming, what we can do and what is being done in a number of developing countries; third (1.5 minutes) primary school children discussing with teachers and parents what can be done at school and at home. The film can be shown as a whole, or else section by section. The Powerpoint explains in fairly simple terms what we mean by global warming and greenhouse gases. This is still fairly complicated for young children and diagrams have been used to aid understanding. There is some quite difficult vocabulary in this and it may be useful to start with a familiarisation activity using some of this vocabulary (see the end of these notes for a vocabulary list). Some key points for understanding and discussion are: The climate of our planet has always been changing. Some of the factors which have caused the climate to change in the past are changes in the output of the sun, and changes in the movement of the earth relative to the sun. Children may know about ice ages, which are evidence of much colder climates. The current concern is that the climate is probably changing much more rapidly than in the past. The main cause of this is an increase in greenhouse gases in the atmosphere which are trapping more heat than in the past. The main greenhouse gas is carbon dioxide (CO 2 ). It is a natural component of the earth s atmosphere and vital for plant life. When plants grow they absorb carbon dioxide from the atmosphere, and when plants and animals die and decay they release CO 2 again, so the atmosphere stays in balance. However, when fossil fuels are burnt there is an increase of CO 2 in the atmosphere. Also, if plants are cut down and not replaced (deforestation), there is an increase of CO 2 in the atmosphere. The current concern is about the rapid increase in the concentration of carbon dioxide in the atmosphere. This started around the time of the industrial revolution, when there was large-scale clearance of land for agriculture and rapid expansion in the use of fossil fuels. Methane is another greenhouse gas which is also increasing in the earth s atmosphere due to human activities. Although concentrations of methane are not as high as CO 2, the warming effect of methane is much greater than that of an equivalent mass of CO 2. The basic science of greenhouse gases and why they cause warming is now accepted by nearly all scientists, although the media still like to promote different views. However, the effects of the warming on climate are extremely complex, and difficult to predict. It is certainly not just that everywhere will get a bit warmer 2

3 One likely outcome is that extreme weather events (heat-waves, storms etc.) will become more common, but it is not possible to say that any specific event is caused by global warming. This is a difficult concept for adults as well as children. The amount of human-added CO 2 and other greenhouse gases which come from the UK is only about 1% of the global addition. Some people therefore argue that there is no point trying to reduce greenhouse gas emissions from the UK, because any reductions we make are insignificant. China and India are often highlighted as rapidly expanding economies, whose increase in CO 2 emission through industrial expansion is far greater than reductions which could be made in the UK. However, it is important to realise that the average greenhouse gas emission per person is far lower in China and India than in the UK. It is also relevant that much of the industrial expansion in these countries is to make products which are used in the developed world. The above point can link into further discussion about global inequality. Climate change has been caused largely by the energy-consuming and agricultural activities of rich countries, yet it will impact on the whole world - and the poorest people will find it hardest to adapt. Prior knowledge Pupils need to have some familiarity with the vocabulary they will encounter and it is worth discussing definitions beforehand. Pupils should know that carbon dioxide is an important natural component of the atmosphere, but that burning fossil fuels and deforestation put extra carbon dioxide into the atmosphere. They should also know that nearly all our energy comes from the sun. Purpose of the activity To know that global warming is thought to be causing rapid climate change. To know that global warming is thought to be caused by human activity, especially the burning of fossil fuels. To know that carbon dioxide and methane are two gases whose increased presence in the atmosphere is a cause of global warming. To be able to share our views and ideas about the world with others. How to use the resources This is intended to be used as a class discussion activity and should invoke a lot of ideas and talk. It could be used as a starter, or else as a midway activity in a unit of work on global warming and climate change. An example of a unit in which this can be used can be accessed from this section on Film Making a difference The whole film can be shown at the start of the activity, but it may be more effective to show sections with the Powerpoint and discussion in between. The first 2-minute section can be used to stimulate initial discussion. What do your pupils know about climate change, its causes, effects and possible remedies? The 5.5-minute visual summary of the causes, effects and some solutions could be shown after Slide 10, or else after Slide 7. 3

4 The final 1.5 minute section could be shown after slide 11, to stimulate discussion on what your pupils could do both at school and at home. The film also (gently) makes the point that children must take the lead on this and make sure that adults change their behaviour too that their future is in their hands. Powerpoint slides The Powerpoint then introduces the learning objectives, followed by a simple explanation of what we mean by global warming. Key points to bring out with the slides are: Slide 3 The sun is the source of nearly all our energy: note that this diagram is not to scale! Slide 4 Introduces the idea that the earth is all the time radiating heat out into space. This is quite a difficult idea to get across, and the idea that s why it gets cold at night may be helpful. The basic warming effect of the atmosphere is introduced here. Slide 5 - Gives more detail on the warming effect of the atmosphere, the idea of greenhouse gases and the concept that there is a natural greenhouse effect. It is important to mention the relative size of the atmosphere in relation to earth. If the earth was an egg then the thickness of the atmosphere would be equivalent to its shell. The diagrams give the impression that it is much thicker. Slide 6 Explains the enhanced greenhouse effect and global warming. One of the key ideas to get across is that there is a difference between the natural greenhouse effect (in which some heat is retained by the earth because of the natural greenhouse gases in the atmosphere), and the enhanced greenhouse effect (caused by human-added greenhouse gases which trap more heat). Slide 7 Goes through the information on Slides 5 and 6 in diagrams: the left-hand-side of the globe shows the natural greenhouse effect, and the right-hand-side shows the enhanced greenhouse effect. For simplicity, the energy coming in from the sun has not been shown in these diagrams. Slide 8 Explains which gases are greenhouse gases. Pupils may initially be surprised that the greenhouse gases are very minor constituents of the atmosphere, and that overall the atmosphere is not changing very much. The main atmospheric gases (nitrogen and oxygen) are not greenhouse gases. Slides 9 and 10 Explain the ways in which human activity adds carbon dioxide and methane, the main greenhouse gases, to the atmosphere. Slide 11 Emphasises that it is not too late to do something about global warming, that we can all make a difference. A positive end It is important not to dwell too much on gloom and doom, but to emphasise the overall theme of these materials, that we can all make a difference in the way we use energy. This need 4

5 not be a great burden, and can bring other benefits (like cheaper bills). Both the film and the Powerpoint can lead to a class discussion on what we can do, and the further activities emphasise positive changes. Key vocabulary Climate change, global warming, greenhouse effect, enhanced greenhouse effect, radiation, atmosphere, carbon dioxide, methane, deforestation. Further activities 1. Watch the suggested films which show how different energy sources and technologies are helping to reduce carbon emissions. In each case, discuss how a particular project is helping to reduce the amount of carbon dioxide being released into the atmosphere. It is important to have a follow up session which dwells on the very many positive things that are being done to combat climate change. The sample unit plan has some activities for pupils to carry out independently, using access to a computer to watch selected films. Science, Geography, English, ESD 2. Maintaining a positive momentum, design a poster advertising some of the projects that are helping to combat global warming. Use some of the illustrative images of projects captured from the main Ashden web site (choose an image, right click and save picture as these will be small files and can be pasted into word documents). Art, ICT 3. Find out how biogas is being used to reduce carbon dioxide emissions through the Biomass Energy activity: the Powerpoint and Teacher notes are available on Science, Geography, English, ESD 4. Write a newspaper article about how using energy more sustainably can reduce the production of carbon dioxide and also bring other benefits. Encourage pupils to use the Ashden Awards film resources ( to choose an international film and use this as the basis for their article. English, Science, Geography, ICT, ESD December 2007, v6 5

Chapter 6 Impacts of global warming Introduction This chapter compromises a set of activities, which focus on the reasons for and the consequences of global warming and ways of preventing it. The activities

Earth Systems Overview of Earth s Spheres The Earth consists of four 'spheres' which pertain to the Earth's major reservoirs of matter and energy. LITHOSPHERE: The solid, rocky shell of the Earth is the

What is global warming? Global Warming and Greenhouse Gases Imagine you live in a timber shack in Alaska. It's chilly up there, so you build yourself a huge log fire and pile on all the wood you can find.

Weather can have a big impact on our day-to-day lives. On longer timescales, climate influences where and how people live and the lifecycles of plants and animals. Evidence shows us that our climate is

READING COMPREHENSION I SIR ISAAC NEWTON Sir Isaac Newton (1642-1727) was an English scientist who made great contributions to physics, optics, maths and astronomy. He is known for his Three Laws of Motion

Using Real-Life Data to Understand Climate Change By: Margy Goodman INTRODUCTION This lesson is aimed at increasing students general knowledge of climate change on local, national, and global scales, and

FACTS ABOUT CLIMATE CHANGE 1. What is climate change? Climate change is a long-term shift in the climate of a specific location, region or planet. The shift is measured by changes in features associated

Lesson 6 Content Section - How Algae can be used to produce Biofuel. From lesson 5 you have discovered that there are many uses for algae. You also have discovered that algae can be used to produce biofuels.

Introductory Presentation Energy Energy is a vital to our way of life. Here are a some examples of where energy is used: Homes: central heating, powering electrical appliances, and heating water Public

Worksheet A Environmental Problems Vocabulary Can you talk about Environmental issues in English? With a partner, try to explain the terms in the diagram below. Why are the words divided into two groups

Climate Change and Biomes Key Concepts: Greenhouse Gas WHAT YOU WILL LEARN Biome Climate zone Greenhouse gases 1. You will learn the difference between weather and climate. 2. You will analyze the effect

Understanding weather and climate Weather can have a big impact on our day-to-day lives. On longer timescales, climate influences where and how people live and the lifecycles of plants and animals. Evidence

BBC Learning English Insight plus Part 3 Global Warming Jackie: Welcome to BBC Learning English dot com and another chance to hear Insight Plus - a series, first broadcast in 2001 that looks at the language

TEACHING RESOURCES PAGE 1 OF 14 MODULE 2: WHAT CAUSES CLIMATE CHANGE? STUDENT ACTIVITY The global climate has changed many times over the geological history of the earth, scientists can use rocks and fossils

Activity 7 Greenhouse Gas in a Jar Atmosphere CHANGE IS IN THE AIR Forces of Change» Atmosphere» Activity 7» Page 1 Greenhouse Gas in a Jar Overview Students create a greenhouse gas, carbon dioxide, through

energy greenhouse flowseffect Worksheet Exercise 1 Use the tables to take turns asking and answering questions with your partner, and write down the answers. Student A, use this table. Student B, use table

Climate change & the Role of Forests to Climate Change Yemiru Tesfaye (PhD) SESA Task Force Member Climate change & the Role of Forests to Climate Change What are the signs that climate change is occurring?

Mars Weather, Agriculture and Greenhouses Before humans can exist on the surface of Mars, there is much to be learned about the weather, soil, and the potential use of greenhouses on Mars. Martian weather

Dear Delegates, It is a pleasure to welcome you to the 2015 Montessori Model United Nations Conference. The following pages intend to guide you in the research of the topics that will be debated at MMUN

Ecosystem Ecology Community interacts with abiotic factors Objectives Compare the processes of energy flow and chemical cycling as they relate to ecosystem dynamics. Define and list examples of producers,

MAJOR TYPES OF AIR POLLUTANTS AND THEIR GLOBAL DISTRIBUTION INTRODUCTION In this lesson, students will study types of air pollutants and use maps to explore how they are distributed throughout the world.

Climate Change: A Theme to Teach Across the Science Disciplines Sunshine State Stards & Benchmarks that Help Students Underst Climate Change K-2 Compare describe changing patterns in nature that repeat

MONITORING SCHOOL ENERGY CONSUMPTION Goal(s): The mains goal of the energy monitoring activity are: To make the pupils and all school staff aware of school energy consumption; and To show how changes in

Climate change Jenny Byrne and Marcus Grace Aims for today To discuss the implications for teaching and learning about climate change by exploring some common misconceptions and myths associated with climate

Vocabulary Slap Game ( Flyswatter Game ) Directions: Project a Vocabulary Scramble sheet on a projection screen or Smart Board. Divide the class into two teams. Each team sends one person up to the screen.

New Zealand has a government policy target of 90% renewable electricity generation by the year 2025, and also aims to reduce carbon emissions below 1990 levels by 2020. Currently NZ is well short of both

What Is Integrated Solid Waste Management? This fact sheet provides an overview of options for managing solid waste, identifies the important issues you should consider when planning for solid waste management,

Heat transfer: Radiation Name: RECAP: Conduction and Convection are two ways heat energy can be transferred. Conduction requires that two substances be in direct contact with each other in order for heat

If you have ever walked along the bottom of a cliff, you may have noticed that the rocks form layers. Different layers may have different colors or textures. They may be made of bits of other rocks. Rocks

A SHORT GUIDE TO climate science This is a short summary of a detailed discussion of climate change science. For more information and to view the full report, visit royalsociety.org/policy/climate-change

Section 1. Gathering Information Energy in the U.S. Web-quest Summary Students visit various Web sites and complete the Web-quest Exploration Guide to learn about renewable and nonrenewable energy sources

The Greenhouse Effect Computer 24 Greenhouses allow gardeners to grow plants in cold weather. This is because the air inside the greenhouse stays warmer than the outside air. Short wavelength radiation

Can Gases Act Like a Greenhouse? Activity 1 Following a discussion that enables student to express what they already know about the greenhouse effect, students conduct a controlled experiment to confirm

OHSU EP-095 2012 BACKGROUND The Earth s climate depends on the amount of solar radiation received and the atmospheric abundance of clouds and greenhouse gases. The main greenhouse gases are carbon dioxide,

Chapter 3: Climate and Climate Change Answers Section A: Climate 1. (a) Explain what each of the following means: (4 x 1 mark) (i) climate the average weather of an area over a 25 30 year period (ii) maritime

Teacher Information Lesson Title: Global Warming, Green House Effect and Climate Changes Lesson Description: This lesson helps students to understand or review their understanding of global warming, the

How We Know Global Warming is Real The science behind human-induced climate change Tapio Schneider Atmospheric carbon dioxide concentrations are higher today than at any time in at least the past 650,000

CO 2 and the Greenhouse Effect Elementary and Introductory Lessons and Labs Concept: The greenhouse effect, carbon dioxide (CO 2 ) as a gas, and the impact of varying levels of atmospheric CO 2 will be

DESCRIPTION In this lesson plan, students learn about the carbon cycle and understand how concentrations of carbon dioxide (CO 2 ) in the Earth s atmosphere vary as the seasons change. Students also learn

INTRODUCTION In rich countries like Australia, our standard of living is dependent on easily available energy. Every time you catch a bus, turn on a light or watch television energy is being used up. Over

DESCRIPTION The climate in Atlantic Canada is changing. Unlike the rest of Canada, this region is undergoing a slight cooling trend. This article discusses the relationship between agriculture and climate

Grade 7 Objective Students will be able to: Describe the carbon cycle in more detail: o Learn about the importance of carbon and the role it plays in photosynthesis and cellular respiration, Identify elements

Climate Change is Underway Lesson Plan For Teachers: The following is a lesson plan designed to be used with section of the Climate Change material entitled Climate Change is Underway from the After Earth

English for Academic Purposes (EAP) Reading and Writing By Sam McCarter Exercise 1 a) Read the notes below on the emerging use of biomass material. 1. Changing oil to biomass not easy needs change in public

Climate Change Mini-Simulation: Background Guide United Nations The United Nations (UN) is an international organization founded in 1945 after the Second World War by 51 countries committed to creating

Manufacturing Energy A look at how people create and use energy EDUCATIONAL IN NATURE page 1 of 7 Energy Energy is everywhere in nature in the light of the sun, in the wind, in the forest, in falling water

Energy Tutorial: Energy and Sustainability Non-renewable and renewable resources Provided by Sponsored by INTRODUCTION We use energy for everything we do, whether it is heating our homes, cooking a meal,

Greenhouse Gases Heat released from the Earth's surface can be absorbed by certain atmospheric molecules. These molecules later release the heat in all directions, effectively trapping some it. The concentration

Lab Section: Name: Pre-lab Homework Prior to lab, answer the following questions to help you become prepared for the lab. 1. You will be calculating your carbon footprint as part of lab (an estimate of

Energy Transfer in the Atmosphere Essential Questions How does energy transfer from the sun to Earth and the atmosphere? How are air circulation patterns with the atmosphere created? Vocabulary Radiation:

CHAPTER 12 LESSON 2 Earth s Atmosphere Energy Transfer in the Atmosphere Key Concepts How does energy transfer from the Sun to Earth and to the atmosphere? How are air circulation patterns within the atmosphere

Introductory Presentation Energy Energy is a vital to our way of life. Here are a some examples of where energy is used: Homes: central heating, powering electrical appliances, and heating water Public

The Greenhouse Effect and Global Warming Student Activity Sheet Name Date Class The greenhouse effect results from the heat energy of sunlight being absorbed by the Earth and molecules in the Earth's atmosphere.

5 a 5 Energy Sources a - Energy from the sun Purpose To explore sourcing our energy from the sun Key concepts Solar energy is a natural and renewable resource Heat energy from the sun can be used to heat

Supported by A seven part series exploring the fantastic world of science. Find out about different climates in different parts of the World. The only animal capable of surviving the harsh conditions in

The Science and Ethics of Global warming Global warming has become one of the central political and scientific issues of our time. It holds a fascination for scientists because of the tremendous complexity

Goals ᄏᄏ ᄏᄏ ᄏᄏ Assemble and experiment with different types of renewable energy generators Understand the advantages and disadvantages of different generators Make calculations based on data Background

Introduction is an exciting new science resource for teachers of 7 11 year olds created to enhance learning about energy. The core of the resource is a set of three interactive online posters which are

Did You Know? Because natural gas is colorless, odorless, and tasteless, mercaptan (a chemical that smells like sulfur) is added before distribution, to give it a distinct unpleasant odor (it smells like

Big Idea: Energy exists in different forms and can change form one form to another but energy is always conserved. Unit 2 Lesson 4 Effects of Energy Transfer Essential Question: How does the use of energy

Plenary 2. All you need to know about Greenhouse Gases Outline What drives the Climate? What are Greenhouse Gases and the Greenhouse Effect? How the changes in GHG concentrations produce global warming/climate